In April of 2015, the Alabama State Board of Education unanimously adopted the Dyslexia Resolution. The resolution defines Dyslexia and recognizes the significant education implications that may result for students with Dyslexia. The resolution also called for the creation of a Dyslexia Advisory Council and for a revision of the Alabama Administrative Code, a compilation of the rules of all state agencies, to acknowledge and address Dyslexia and subsequent services needed to ensure the success of students with Dyslexia.
According to the resolution, Dyslexia is defined as a learning challenge that is neurological in origin and characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the delivery of effective classroom instruction. The resolution defines Dyslexia as a learning challenge, not a learning disability.
Schools use STAR Reading as the first level of universal screening. If a student scores in the twenty-fifth percentile or lower, additional layers of screening are conducted at the school level. Students who do not pass three of the four screeners are determined to have Dyslexic tendencies, and additional support is provided to the students through the school’s Response to Instruction (RTI) team.
Support for Students:
Students who have Dyslexic tendencies are supported in their classes as teachers incorporate various multi-sensory strategies into instruction. They are closely monitored through the Response to Instruction (RTI) team at their schools, and teachers maintain strong communication with parents and fellow colleagues who teach the student.